Date of Award

2018

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Educational Psychology

Abstract

The purpose of this study was to examine school psychologists’ professional practice in relation to transgender youth. The frequency with which school psychologists engage in the professional guidelines outlined by the National Association of School Psychologists (NASP) in their position statement: "Safe Schools for Transgender and Gender Diverse Students" was explored as well as school psychologists’ feelings of preparedness to complete these duties. Results indicate rural practitioners and school psychologists in elementary and middle schools feel the least prepared to implement the NASP best practices for serving transgender students. School psychologists working in non-rural and high school settings with more training and professional experience report the strongest feelings of preparedness to support this population. Overall, professional experience predicted more frequent engagement with the NASP practices when compared to any of the other exposure variables examined. Implications for training and practice are discussed.

Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.

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